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Quality of Instruction and Mathematical Understanding in Different Cultures of Instruction (Pythagoras)

Research Question

Funded by the German Research Association (DFG), the German Institute for International Educational Research (DIPF) and Pedagogical University of Zurich jointly conducted the “Quality of Instruction and Mathematical Understanding in Different Cultures of Instruction”. The idea for this study emerged from TIMSS and PISA. These studies delivered important information about strengths and weaknesses of education systems in an international comparison. To reach more differentiated insights into the relevance of concrete instruction for the development of students, assessments of student achievement need to be complemented with micro-genetic studies.

The “Pythagoras” takes this approach by enquiring about contextual-, conditioning and process characteristics of instruction, and assessing their relevance for the students’ development.

Test Language

German and Swiss

Test Period

2002-2003

Test Area and International Link

Germany and Switzerland

Population / Sample

Data assessment of the video-based study of lessons was carried out in 20 German ninth year classes and 20 Swiss eigth year classes.

Survey Procedure and Instruments

Lesson observation (videography), interviews (guided)

Link to the Detailed Description of the Study

http://www.dipf.de/en/research/projects/pythagoras?set_language=en

Persistent Identifier

DOI: 10.7477/1:0:1 - Media collection

Data Accessible via Research Data Centre

http://www.fachportal-paedagogik.de/forschungsdaten_bildung/studie.php?studien_id=1&la=de (only available in German)

FDZ Bildung provides data from the video-based study of lessons, which was part of the overall study and constituted the main focus of research in the project. Data are available in audio (teacher interviews) and AV format (lesson recordings) as well as additional material (anonymized and non-anonymized transcripts, descriptions of teaching units, overviews of teaching units). 

For reasons of data protection, audiovisual data and transcripts that have not been anonymized are only accessible after registration and successful verification of rightful access.  Descriptions of lesson units and overviews of units as well as anonymous transcripts are openly accessible. Detailed information about the user conditions can be found here: http://www.fachportal-paedagogik.de/forschungsdaten_bildung/medien_informationen.php?la=de (only available in German)

Contact

Doris Bambey
Co-ordination research data education
Phone: +49 69 / 247 08 - 332
Email: forschungsdaten-bildung[at]dipf.de

Selection of Publications using the Data

Buff, A., Reusser, K., Rakoczy, K. & Pauli, C. (2011). Activating Positive Affective Experiences in the Classroom - "Nice to have" or something more? Learning and Instruction, the Journal of the European Association for Research on Learning and Instruction 21 (3), 452-466.

Klieme, E., Pauli, C. & Reusser, K. (2009). The Pythagoras Study. In T. Janík & T. Seidel (Ed.), The Power of Video Studies in Investigating Teaching and Learning in the Classroom (137-160). Münster: Waxmann.

Lipowsky, F., Rakoczy, K., Drollinger-Vetter, B., Klieme, E., Reusser, K. & Pauli, C. (2009). Quality of Geometry Instruction and its Short-term Impact on Students' Understanding of the Pythagorean Theorem. Learning and Instruction, the Journal of the European Association for Research on Learning and Instruction 19 (6), 527-537.

Research Area(s)